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CURRRICULUM-BASED MEASUREMENTS (CBM)

What is Curriculum-based Measurements?

It is an assessment that can help with instructional changes to improve the

students performance.

Measures students academic skills.

This method helps teachers to find out how students basic academics are
progressing in math, reading, spelling and writing. With this method,
teachers can adjust their lessons to fit the students needs and help them
progress in the areas needed.
How and why does it work?

It pin points the areas where the student needs help, it provides teachers
with information needed for IEP planning, helps for specifics in daily
planning, monitors progress, and promotes growth in student.

It works because instruction is modified and difficulty of task is adjusted

accordingly.

The lessons are taught with repetition for the same subject, there is
consistency and exposure to the lesson in different formats, and it
increases the students retention.

This strategy will work for?

Anyone who has emotional and behavioral disorders, students in ELL, learning
disabilities, Autistic, OHI, ADHD; basically it includes all populations. These

strategies include the general as well as the exceptional student. This can
definitely be used in any inclusion class.
How to implement as a teacher?

Give the child the assessment.

Determine what area the student needs more reinforcement in.

Adjust lesson accordingly, break it down in segments and expose child to

different ways of learning.

Use visual stimulation, repetition of the lesson with different methods.

Be creative and keep the lesson fun.

Teacher instructions for spelling and math examples:
Spelling:

Create a sheet with each students name.

Have the child practice writing the letters
of their name. This will give a visual of the
letters and reinforce writing.

Math:
Have students sit in groups of four. Give them a
bag of pennies to sort. Separate the pennies by
the year and count them. Next they will mark an x on the
sheet for every penny they have for the same year,
creating a graph and reinforcing counting skills.

References:

Abrams, B. J. (2005). Becoming a Therapeutic Teacher for Students with Emotional and Behavioral
Disorders. TEACHING Exceptional Children, 38(2), 40-45.
Allsopp, D. H., Kyger, M. M., Lovin, L., Gerretson, H., Carson, K. L., & Ray, S. (2008). Mathematics
Dynamic Assessment. TEACHING Exceptional Children, 40(3), 6-16.
Deno, S. L. (1987). Curriculum-Based Measurement. TEACHING Exceptional Children, 20(1), 40-42.
Keller-Margulis, M., Payan, A., Jaspers, K. E., & Brewton, C. (2016). Validity and diagnostic accuracy of
written expression curriculum-based measurement for students with diverse language backgrounds.
Reading & Writing Quarterly: Overcoming Learning Difficulties, 32(2), 174-198.
doi:10.1080/10573569.2014.964352
Jones, C. J. (2001). Teacher-Friendly Curriculum-Based Assessment in Spelling. TEACHING
Exceptional Children, 34(2), 32-38.